Clark
Subject: RE: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
Jim:
Maybe I'm not interpreting it correctly, but that equation looks off. Would it
not be the case that higher old scores (e.g., 90 versus 70) would be converted
I have an idea. Every class meeting is nothing but exam and assessment from
start to finish. More must be better, right?
More seriously: do we know the optimum ratio of testing to learning objectives
covered? At what point are there diminishing returns?
Paul
Sent from my iPhone
On Nov 21,
I am a fan of more frequent testing, but what do folks think about the authors'
contortions and post hoc fishing to find that their daily quiz class was
comparatively better? If regular testing and retesting is effective, it ought
to be easier to show greater comprehension and mastery of the
I used a PSI system (self-paced unit mastery) for many (~40) years.
Since there was no final exam I couldn't assess comprehension and mastery that
way (and then there's the question of whether a MC question can assess complex
cognitive behavior anyway).
I did have another alternative, however.
I'm thinking: recent effect. If you only test what you taught today, but not
what you taught six or twelve weeks ago, of course you'll get better results.
Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada
chri...@yorku.ca
On Nov 22, 2013, at
But are you testing what you taught several weeks ago, or what students crammed
the night before from the text and their lecture notes.
On Nov 22, 2013, at 10:58 AM, Christopher Green wrote:
I'm thinking: recent effect. If you only test what you taught today, but not
what you taught six or
, November 22, 2013 12:01 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
But are you testing what you taught several weeks ago, or what students crammed
the night before
Part of what's interesting is they are testing before class starts, and there
is always at least one question from weeks previous. I think that's a good
approach.
The first 10-minutes of each class were devoted to an 8-item daily quiz.
Seven of the questions covered material from the previous
There are a lot of interesting statements in this paper. I love this one:
The purpose of the curve was to reduce the number of students who failed the
first exams – a standard practice in American universities.
Standard practice? Common practice, certainly, but far from standard. And,
methods
Stats mavens--
How many students do you need to justify the assumption of a normal (or other)
distribution of measures of performance?
On Nov 22, 2013, at 12:34 PM, Paul C Bernhardt wrote:
There are a lot of interesting statements in this paper. I love this one:
The purpose of the curve
in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
Stats mavens--
How many students do you need to justify the assumption of a normal (or other)
distribution of measures of performance?
On Nov 22, 2013, at 12:34 PM, Paul C Bernhardt wrote:
There are a lot
(TIPS)
Subject: Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
There are a lot of interesting statements in this paper. I love this one:
The purpose of the curve was to reduce the number of students who failed the
first
As though you didn't have enough people telling you how to teach already.
Still, interesting finding.
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29
From: Christopher Green [chri...@yorku.ca]
Sent: November-21-13 8:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting
College Performance while Reducing Achievement Gaps
As though you didn't have enough people
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